Three Critical Tasks America's Disadvantaged Face on Their Path to College

Abstract

According to estimates by the National Center for Education Statistics, almost three million youths were enrolled at the eighth grade in 1988. 1 Seven hundred thousand of them came from the lowest-socioeconomic status (SES) quartile. This chapter examines the fate of these students as they endure three critical tasks on their path to college: acquiring the necessary academic qualifications for college work, securing a high school diploma, and applying and enrolling in a four-year institution of higher education. Figure 2.1 depicts the path to college followed by one thousand 1988 eighth graders, regardless of their socioeconomic background. As one examines a student' s progression through these three critical checkpoints, we find that the defining characteristic of the college enrollee is the acquisition of college qualifications, 2 which begins as early as the eighth grade. 3 Students who secure college qualifications while in high school have a higher chance of enrolling in college than those who do not. Seventy percent of collegequalified high school graduates enrolled in a four-year institution 4 immediately following high school completion, whereas only 13 percent of those who did not secure college qualifications enrolled. Even obtaining only a minimum level of college qualifications increased a student

Navigating the Path to College: Latino Students’ Social Networks and Access to College

“…The search stage involves gathering information about potential colleges and universities, and generally occurs in 11th and 12th grades. The choice stage involves the actual application to college, acceptance, and enrollment, which occurs during 12th grade (Cabrera and La Nasa 2000). We have organized the findings according to these three stages to highlight the different types of resources necessary at each stage, as well as the role that strong, weak, vertical, and horizontal ties play across these stages.…”

“…Barriers to college access and completion occur along the K-16 pipeline when students are not supported in their development of college aspirations; their enrollment in college-bound classes; their access to sufficient information about college; and their completion of the necessary applications to enroll in college and receive financial aid (Cabrera and La Nasa 2000). Equitable college access should not simply be limited to the question of whether a student attends any institution of higher education, but should rightly involve whether they attend the right college, meaning that they have access to an institution that matches with their academic, social, and personal interests and potential (Roderick et al 2008).…”

The Relationship Between a College Preparation Program and At-Risk Students' College Readiness

“…The predisposition phase involves students making the decision to pursue a college education. In order to select college-track classes and take other steps toward qualification, students must first decide they want to go (Cabrera & La Nasa, 2000a, 2000b. Though having the predisposition to go to college is not sufficient to get a student enrolled, it is a critical first step (Perna, 2000a).…”

Table of Contents

“…Disadvantages are documented as early as eighth grade (Adelman, 2006;Akerhielm et al, 1998) and accumulate throughout high school, into college, through college, and into graduate school and career paths. The literature is clear and compelling that these students have less access to rigorous course work in high school (Adelman, 2006;Akerhielm et al, 1998;La Nasa, 2000b, 2001;Martin et al, 2005;Oakes, 1985;Perna, 2000a;Terenzini et al, 2001), have less access to information about colleges and the process of applying (Cabrera and La Nasa, 2000b;Choy et al, 2000;Freeman, 1997Freeman, , 1999Horvat, 1996aHorvat, , 1996bHorvat, , 1997Horvat, , 2003Lynch and O'Riordan, 1998;McDonough, 1997;Terenzini et al, 2001;Walpole et al, 2005), apply less frequently (Martin et al, 2005;McDonough, 1997), attend less selective institutions (Astin and Oseguera, 2004;Cabrera et al, 2005;Hearn, 1984Hearn, , 1990Hearn, , 1991Karabel and Astin, 1975;Karen, 1991;McDonough, 1997;Tinto, 2006;Titus, 2006aTitus, , 2006c, have less time to study and be involved in college because they are working more (Paulsen and St. John, 2002;Terenzini et al, 2001;Wal...…”

“…Several studies have demonstrated that schools direct low-SES students toward vocational programs and away from college preparatory courses in high schools, resulting in lower attainment (Cicourel and Kitsuse, 1963;Gaskell, 1985;MacLeod, 1987;Willis, 1977). Moreover, low-SES, working-class, and firstgeneration students have fewer resources and less knowledge about the admissions process or the differences among college types (Cabrera and La Nasa, 2000b;Choy et al, 2000;Freeman, 1997Freeman, , 1999Horvat, 1996aHorvat, , 1996bHorvat, , 1997Horvat, , 2003Lynch and O'Riordan, 1998;Martin et al, 2005;McDonough, 1997;Terenzini et al, 2001;Walpole et al, 2005).…”